Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis

Thornberg, Robert; Wänström, Linda; Hong, Jun Sung; Espelage, Dorothy L.

doi:10.1016/j.jsp.2017.03.002

Cited by 105 publications

(154 citation statements)

References 57 publications

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“…), but also at the classroom level (e.g., classroom norms and pressure to intervene in bullying situations, quality of student‐student relationships, etc. ), coinciding with the latest research (e.g., Gini et al ., ; Thornberg et al ., ).…”

Section: Discussionmentioning

confidence: 99%

“…The different ways of taking part in bullying situations, either as a bully, a defender, or a passive bystander, have been found to be associated with both individual and interpersonal variables, such as empathy, moral development, social self‐efficacy, and social status, among others (e.g., Caravita, Di Blasio & Salmivalli, ; Pöyhönen et al ., ; Gini, Albiero, Benelli & Altoè, ; Pozzoli & Gini, ; Pozzoli et al ., ; Thornberg, Pozzoli, Gini & Jungert, ; Thornberg, Wänström, Hong & Espelage, ). Numerous studies have reported both similarities and differences between bullies and defenders (Caravita et al ., ; Gini et al ., ; Thornberg et al ., ), or between defenders and passive bystanders (also called ‘outsiders’) (Cheng et al ., ; Gini et al ., ; Pozzoli et al ., ; Thornberg et al ., ). Nevertheless, there is a lack of research comparing the characteristics of all three roles: bullies, defenders, and outsiders.…”

Section: Introductionmentioning

confidence: 99%

“…and classroom (e.g., class levels of bullying and pro-victim attitudes, teacher-student relationships, etc.) variables impact not only bullying and bystanding behaviors, but also the influence that individual factors can have on them (e.g., Peets, P€ oyh€ onen, Juvonen & Salmivalli, 2015;Pozzoli et al, 2012;Sentse, Veenstra, Kiuru & Salmivalli, 2015;Thornberg et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy

Lucas‐Molina

Pérez‐Albéniz

Fonseca‐Pedrero

et al. 2018

Scandinavian J Psychology

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The aim of the present study was to examine whether the effect of empathy on the role children play in bullying situations, as either bullies, defenders or outsiders, was moderated by children's social status within their classroom, and whether this moderation was gender dependent. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3-6 (M = 9.80 years; SD = 1.24), recruited from 27 primary schools. Results showed that the effect of empathy on bullying behavior was moderated by the sociometric rating only in girls. Both empathy and social rating had an effect on defending behavior. However, neither the children's sociometric rating nor their gender moderated the relationship between empathy and defending and outsider behaviors. These findings are discussed in terms of their implications for interventions designed to prevent bullying in school settings.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy

Lucas‐Molina

Pérez‐Albéniz

Fonseca‐Pedrero

et al. 2018

Scandinavian J Psychology

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“…In particular, passive responses to bullying can be explained in part by differences in perceived self-efficacy, that is, by differences in how strongly an individual believes in his or her capacity to successfully intervene on behalf of a victim (Pöyhönen, Juvonen, & Salmivalli, 2012;Thornberg & Jungert, 2013;Thornberg, Wänström, Hong, & Espelage, 2017 We note three limitations of our study. First, as our data is limited to within-class nominations, we were not able to assess peer effects in the larger school context.…”

Section: Discussionmentioning

confidence: 97%

Peer influence in bullying: The autonomy‐enhancing effect of moral competence

Doehne

Grundherr²,

Schäfer

2018

Aggressive Behavior

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Research has found that moral competence is negatively associated with bullying behavior in schools, but the drivers of this association are not yet well understood. In this paper, we report on two studies which suggest that moral competence acts as a moderator of peer influence in the context of school bullying. Data were collected at two time points in three German higher secondary schools (grades 7-10, average age at measurement: 14.26 years). Using a cross-lagged panel design (CLPD), study 1 (N = 251) found adolescents with low moral competence to be susceptible to peer influence, while no such effect was found for adolescents with high moral competence. Study 2, a cross-sectional analysis (N = 748), found moral competence to be inversely related to the likelihood of an individual's conforming with the pro-bullying behavior of his or her peers. Neither study found corresponding effects for pro-social, defending behavior. Our findings further illuminate the associations between moral competence, peer influence, and school bullying. Some implications for bullying prevention are discussed.

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“…Students fear that reporting may damage their reputation or trigger retaliation (Oliver & Candappa, 2007). Those intervening evidence higher empathy, moral engagement, and defender self-efficacy (Gini, Albiero, Benelli, & Altoe, 2008;Pronk, Goossens, Olthof, De Mey, & Willemen, 2013;Thornberg & Jungert, 2013;Thornberg, Wänström, Hong, & Espelage, 2017). Students who have been targeted (Batanova et al, 2014;Pozzoli, Gini, & Vieno, 2012;Unnever & Cornell, 2004) or suffer significant emotional distress (Sulkowski, Bauman, Dinner, Nixon, & Davis, 2014) are more likely to intervene or seek help.…”

mentioning

confidence: 99%

What Antibullying Program Designs Motivate Student Intervention in Grades 5 to 8?

Cunningham

Rimas

Vaillancourt

et al. 2019

Journal of Clinical Child & Adolescent Psychology

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Educators detect and intervene in a small proportion of bullying incidents. Although students are present when many bullying episodes occur, they are often reluctant to intervene. This study explored attributes of antibullying (AB) programs influencing the decision to intervene. Grade 5, 6, 7, and 8 students (N = 2,033) completed a discrete choice experiment examining the influence of 11 AB program attributes on the decision to intervene. Multilevel analysis revealed 6 latent classes. The Intensive Programming class (28.7%) thought students would intervene in schools This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis

Cited by 105 publications

References 57 publications

Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy

Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy

Peer influence in bullying: The autonomy‐enhancing effect of moral competence

What Antibullying Program Designs Motivate Student Intervention in Grades 5 to 8?

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